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Kathryn A. Kinnucan-Welsch, Ed.D.


Part-Time Faculty


Email: Kathryn Kinnucan-Welsch, Ed.D.


  • Ed.D. in Educational Leadership, Western Michigan University
  • M.A. in Reading, Western Michigan University
  • B.A. in Teaching of Social Studies, University of Illinois

Professional Activities

  • International Reading Association
  • American Educational Research Association
  • Phi Delta Kappa
  • Kappa Delta Pi
  • Review Board, Reading Horizons
  • Ohio Council for Private Colleges of Teacher Education

Research Interests

  • Professional development for teachers
  • Literacy coaching
  • Novice teacher development and support

Selected Publications

Kinnucan-Welsch, K. A. (2016). Column., A Flyer’s view: Creating a learning place without boundaries. Covington, GA: Reading the signs of the times: The University of Dayton in the twenty-first century.

Kinnucan-Welsch, K. A. (2015). Perspectives on five schools: Education and Social Justice., Perspectives on South America: Reminiscence of the University of Dayton Global Education Seminar. View chapter >>

Kinnucan-Welsch, K., Hendricks, M. S., and Franco, S. F. (2012). Should value-added modeling be used to identify highly effective teachers? In T. J. Lasley, II (Vol. Ed.), Standards and accountability in schools (Vol. 9) (pp. 148 – 155). Thousand Oaks, CA: Sage Publications. View book >>

Kinnucan-Welsch, K. (2007). Reconsidering teacher professional development through constructivist principles. In J.L. Kincheloe & R.A. Horn, Jr. (Eds.), Praeger handbook of education and psychology: Vol. 2 (pp. 271 – 282). Westport, CT: Praeger.

Kinnucan-Welsch, K., C.A. Rosemary, & P.R. Grogan. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59(5):426-437.

Israel, S.E., C.C. Block, K.L. Bauserman, & K. Kinnucan-Welsch. (2005). Metacognition and literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.

Kinnucan-Welsch, K. (2005). Coaching for metacognitive instructional practice. In S.E. Israel, C.C. Block, K.L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition and literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.

Kinnucan-Welsch, K., & P.M. Jenlink. (2005). Conversation and the development of learning communities.  In B.H. Banathy & P.M. Jenlink (Eds.), Dialogue as a collective means of communication (pp. 393-424). New York: Kluwer.

Jenlink, P. M., & K. Kinnucan-Welsch. (2002). Teacher study groups: Partnerships in inquiry and learning. The Ohio Journal of Teacher Education, 15(2):5-11.

Rosemary, C. A., P. Freppon, & K. Kinnucan-Welsch, with P. Grogan, J. Feist-Willis, B. Zimmerman, L. Campbell, J. Cobb, M. Hill, B. Walker, & M. Ward. (2002). Improving literacy teaching through structured collaborative inquiry in classroom and university clinical settings. In D.L. Schallert, C.M. Fairbanks, J. Worthy, B. Maloch, & J.V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 368-382). Oak Creek, WI: National Reading Conference.

Seery, M. E., Adams, S. M., Joseph, L. M., Bowman, C. L., Kinnucan-Welsch, K., Grogan, P. (2002). Women scholars, integration and the Marianist tradition: Learning from ourselves and our culture. Catholic Education: A Journal of Inquiry and Practice, 5, 297-314.